TEACHING THE PRESENT PERFECT TENSE BY USING GAME

(FIND SOMEONE WHO)

(A Classroom action research at VIII grade students of MTs Soebono Mantofani Jombang

Ciputat)

“SKRIPSI”

Presented to the Faculty of Tarbiya and Teachers Training

In partial fulfillment of the requirement

For the degree of S. Pd (Bachelor of Arts) in

English Language Education

Compiled by:

Eka Nurul Hayat

106014000330

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1432 H/ 2011

TEACHHING THE PRESENT PERFECT TENSE BY USING THE GAME

GrND SOMEONE WHO)

(A Classroom Action Research at VIII grade of Ws Soebono Mantofani Jombang Ciputat)

i

..SKRTPSI''

Presented to the Faculty of Tarbiyah and Teacher's Training

Syarif Hidayatullah State Islamic University Jakarta

in a Partial Fulfillment of the Requirements

for the Degree of Strata o'e in English Language Education

By:Eka Nurul Hayat

106014000330

Approved by the Advisor

NIP. 1963 101 1991 032003

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITYJAKARTA

1432 H /2011 M

i

ABSTRACT

Hayat, Eka Nurul. 2011. Teaching the present perfect tense by using the game

(find someone who), Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dra. Farida Hamid, M.Pd

Key words: The Present Perfect Tense, The Game (Find Someone Who)

This study is aimed at improving students’ comprehensions of the present

perfect tense at 8.2 Class of MTs Soebono Mantofani Jombang Ciputat, academic

year 2009/2010 as the subject of the study. This research was conducted for two

weeks.

This research is categorized as a classroom action research. The writer

worked collaboratively with the English teacher in the class. The CAR was done

based on Kurt Lewins’ design. The writer did two cycles in which each cycle

consists of planning, acting, observing, and reflecting. The data were gathered

through qualitative and quantitative data. The qualitative data were gained by

analyzing the field notes, the result of interview. Then, quantitative data were

obtained from the students’ score of pretest and posttest, observation sheet and

questionnaire.

The finding of this research showed that there was improvement on the

students’ comprehension of the present perfect tense. It can be seen from the mean

score of pretest was 32.4. Then, the mean score of posttest cycle 1 was 64.3 and

the mean score of posttest cycle 2 was 71.8. In addition, there were 2 students

(6.9 %) who passed KKM in the pre test. Meanwhile, in the cycle 1, there were 21

students ( 72.4%) who passed KKM whereas, in the cycle 2 there were 29

students (93.5%) who passed criterion minimal completeness score (KKM), so the

criteria of success was achieved. Then, from the result of questionnaire, it was

showed that there was improvement of positive responses in the teaching-learning

process of the present perfect tense by using the game (find someone who). The

mean of post questionnaire of cycle 1 was 80.6 %. Then, the mean of post

questionnaire of cycle 2 was 82.6%. Furthermore, the results of observation sheet

showed that the students were motivated in the teaching-learning process after the

implementation of the game (find someone who).besides, their difficulties in

learning the present perfect tense was overcome by using the game (find someone

who). Related to the results of the gained data, it can be concluded that the

students’ comprehension of the present perfect tense has improved satisfied and

also the students’ were motivated in learning present perfect tense.

ii

ABSTRAK

Hayat, Eka Nurul. 2010. Teaching the Present Perfect Tense by Using the Game

(find someone who), Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dra. Farida Hamid, M.Pd

Kata Kunci: The Present Perfect Tense, The Game (Find Someone Who)

Penelitian ini ditujukan untuk meningkatkan pemahaman siswa dalam

materi present perfect tense yg dilaksanakan di kelas 8.2 MTs Soebono

Mantofani Jombang Ciputat, tahun akademik 2010/2011 sebagai subjek

penelitian. Penelitian ini dilaksanakan selama 2 minggu.

Penelitian ini dikategorikan sebagai penelitian tindakan kelas. Penulis

bekerjasama dengan guru bahasa Inggris dalam melaksanakan penelitian ini.

Penelitian tindakan kelas ini menggunakan model Kurt Lewin. Penelitian ini

dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan,

tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan

metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan

interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes),

lembar obsrevasi yang diisi oleh observer dan kuosioner.

Hasil penelitian menunjukkan bahwa ada peningkatan pemahaman siswa

tenttang present perfect tense. Hal ini dapat dilihat dari hasil tes siswa. Hasil

pretest menunjukkan bahwa skor mean pretes adalah 32.4. Sedangkan skor mean

postes siklus 1 adalah 64.3 dan skor mean postes siklus 2 adalah 71,8.

Selanjutnya, hasil pre tes menunjukkan hanya ada 2 siswa atau 6.9 % yang

mencapai nilai KKM sedangkan dalam postes siklus 1 ada 21 siswa atau 72.4%

siswa mencapai nilai KKM dan 29 siswa atau 93.5% telah mencapai nilai KKM

pada posttest siklus 2. Dari data hasil kuosioner diketahui bahwa 80.6% siswa

memberikan respon positif dalam penerapan game find some who. Selain itu, dari

hasil observasi dan interview diketahui bahwa ada peningkatan pemahaman siswa

tentang present perfect tense dan siswa lebih termotivasi dan tertarik dalam

belajar present perfect tense. Dari semua hasil data yang telah didapat, dapat

disimpulkan bahwa pemahaman siswa meningkat setelah diterapkannya game find

who.

iii

ACKNOWLEDGEMENTS

Bismillahirrohmaanirrohiim.

All praises be to Allah, the Lord of the worlds Who has bestowed upon

the writer in finishing this ‘Skripsi’ paper. Peace and blessing may always be

upon our final prophet in the world Muhammad SAW, his family, relatives, and

all of his followers till the day after.

First of all, the writer would like to express her greatest thanks to her

advisor Dra. Farida Hamid, M.Pd, for her guidance and suggestions in completing

this ‘skripsi’. Without her help this skripsi will mean nothing.

The writer also would like to give her gratitude to all people who have

helped her in completing this ‘skripsi’, particularly to;

1. Drs. Syauki, M. Pd, and Neneng Sunengsih, S.Pd, as the head and

secretary of English Education Department, also to all of their staffs, for

their assistance and helping that have contributed much to the process of

writing this ‘Skripsi’.

2. Dr. Atiq Susilo, M.A, the academic advisor of class A of English

Education Department academic year 2006.

3. All of lectures in English Education Department who cannot be mentioned

one by one, for their encouragement, guidance, and knowledge to the

writer during her study at this University.

4. Prof. Dr. Dede Rosyada, M.A, a dean of the Faculty of Tarbiyah and

Teachers’ Training

5. Drs. Sutarto, M.Si, the head of Mts Soebono Mantofani Jombang Ciputat,

Yumaenah, S.Ag, the English Teacher of VIII grade of Mts Soebono

Mantofani, and all staffs of the school who have helped the writer in

conducting the research.

6. The ‘family’ at TPQ Al-Muhajirun Legoso (Bu Ika, Bu Agus, Ka Toto, Ka

Sugeng, Maul and ly) for their motivation to the writer.

7. The writer’s close friends (Rilla, Ulfa, Meli, and Lia) for most careful and

helpful giving the comments and suggestions to the writer.

iv

The last but not least, the writer would like to express great honor and

deepest gratitude to her parents (Bahrudin, S.Pd and Sukminah) also to her little

sister and brother (Endang Wahyuni & M. Fikri Shofa Ali) who have never

stopped giving their loves, kindness, attention and motivation to the writer during

her life.

Finally, the writer realized that this ‘Skripsi’ is far from being perfect.

Therefore, the writer hoped that there are many constructive critiques and

suggestions for the writer to make this ‘Skripsi’ better. Hopefully, this ‘Skripsi’

can give contribution to the development of English Teaching and Learning and

there will be any further research of it.

Jakarta, February 2nd

, 2011

The Writer

v

TABLE OF CONTENT

TITLE

APPROVAL

ENDORSEMENT SHEET

ABSTRACT ...................................................................................................... i

ABSTRAK ........................................................................................................ ii

ACKNOWLEDGEMENT ................................................................................ iii

TABLE OF CONTENT ................................................................................... iv

LIST OF TABLES ............................................................................................ viii

LIST OF FIGURES .......................................................................................... ix

LIST OF CHART ............................................................................................ x

CHAPTER I : INTRODUCTION

A. Background of the Study ................................................ 1

B. Problem of the Study .................................................... 5

C. Objective of Study ......................................................... 5

D. Significance of Study ..................................................... 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Definition of Grammar .......................................... ……. 7

B. Organization of Teaching Grammar…………… ........... 8

C. Present Perfect Tense ...................................................... 9

1. The form of the Present Perfect Tense ..................... 11

2. The Use of the Present Perfect Tense ....................... 13

3. The Expression of time which are used in the

the present perfect tense ........................................... 14

D. Games for Language Teaching ................................. …. 16

1. Definition of Game .................................................. 16

2. Games for Language Teaching ................................. 16

3. Types of Games for Language Teaching ................. 16

4. Principle of Choosing and Using the Games

vi

For Language Teaching and Learning ..................... 18

5. Advantages of Using Games in Language

Teaching ................................................................. 19

E. Teaching The Present Perfect Tense by Using the Game

(Find Someone Who) ..................................................... 21

CHAPTER III : RESEARCH METHODOLOGY

A. Method of Research ...................................................... 24

B. Subject and Object of the Research ................................ 25

C. Writer’s role the Research............................................... 25

D. Time and place of Research ............................................ 25

E. Data and The Data sources.............................................. 25

F. Research Design ............................................................. 26

G. Action Procedure .......................................................... 27

Cycle 1

1. Planning step ............................................................ 27

2. Acting step ............................................................... 28

3. Observing step ......................................................... 29

4. Reflecting step ......................................................... 30

Cycle 2

1. Planning step ............................................................. 30

2. Acting step ............................................................... 30

3. Observing step ......................................................... 31

4. Reflecting step ......................................................... 31

H. Technique of Collecting the Data .................................. 34

1. Observation sheet ...................................................... 34

2. Questionnaire ........................................................... 34

3. Test ........................................................................... 34

4. Interview ................................................................ .. 35

5. Field notes ................................................................. 35

I. Data Analysis ................................................................. 35

1.Quantitative Analysis .................................................. 35

vii

2.Qualitative Analysis .................................................... . 37

J. Validity of Data .............................................................. 38

K. Trustworthiness of study. ................................................ 40

1. Item difficulty ............................................................. 40

2. Discriminating power .................................................. 40

L. Indicator of the actions success ........................................ 41

CHAPTER IV : RESULT AND DISCUSSION

A. Description of research finding ....................................... 42

1. Description the preliminary study ............................ 42

2. Description of cycle 1 ............................................... 44

a. Description of four phases of cycle 1................. 44

b. Result of observation sheet of cycle 1 ................ 51

c. Result of post Questionnaire of cycle 1 ............. 53

d. Result of the pre test and post test 1 ................... 55

3. Description of cycle 2 ............................................... 56

a. Description of four phases of cycle 2 ................. 55

b. Result of observation sheet of cycle 2 ................ 55

c. Result of post questionnaire of cycle 2… ........... 66

d. Result of the post test 2 ....................................... 69

B. Data Analysis . ................................................................ 69

1. Field notes ........................................................................ 70

2. Observation sheet ............................................................. 72

3. Questionnaire ................................................................... 73

4. Result of The Test ............................................................ 74

C.Discussion of research finding .......................................... 77

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................... 80

B. Suggestion ...................................................................... 81

BIBILIOGRAPHY

APPENDICES

viii

LIST OF TABLES

Table 4.1 Description of planning and acting of cycle 1 .................................... 44

Table 4.2 Description of observing and reflecting of cycle 1 ............................. 47

Table 4.3 Result of observation sheet of cycle 1 ................................................ 50

Table 4.4 Description of planning and acting of cycle 2 ................................... 55

Table 4.5 the description of observing and reflecting of cycle 2 ....................... 62

Table 4.6 the result of observation sheet of cycle 2 ............................................ 66

Table 4.7 the comparison of the result of observation sheet .............................. 72

Table 4.8 the comparison of the result of post questionnaire of 1&2 ................. 73

Table 4.9 the students’ score of pre test, post test 1, and post test 2 .................. 74

Table 4.10 the comparison of the result of pre test, post test 1 and post test 2 .. 76

ix

LIST OF FIGURES

Figure 3.1 Kurt Lewin’s model of CAR cycle .................................................. 26

Figure 3.2 Diagram of research design .............................................................. 32

x

LIST OF CHARTS

Chart 4.1 The improvement of the result of observation sheet ......................... 72

Chart 4.2 the improvement of students’ achievement of the present perfect

Tense ........................................................................................................... 77

1

CHAPTER I

INTRODUCTION

A. Background of Research

Grammar may be roughly defined as the way a language manipulates and

combines words (or bits of words) in order to form longer units of meaning.1 In

other words, grammar can be defined as the way how the words are combined

together to make meaningful and understandable utterances either spoken or

written. For example, in English, the verb be (is) is used for the third person (she,

he, it), so, when (is) is combined with the subject (you, I,) the result is

unacceptable or ungrammatical, such as in the sentence; you is a teacher in this

school. Therefore, grammar takes important role in English.

From this fact, it can be concluded, that mastering of grammar is essential

for language learners besides mastering the four skills in English Language. As

Penny Ur said, “There is no doubt that knowledge implicit or explicit of

1 Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge: Cambridge

University Press, 1988), p.4

1

2

grammatical rules is essential for the mastery of language ; you cannot use word

unless you know how they should put together” 2

The way of how grammatical rules should be taught might be one of the

controversial issues among the linguists and the experts of language teaching. The

issues centered in such questions, whether grammatical rules are best taught

inductively or deductively? Or whether grammatical rules are best taught

traditionally or communicatively? This fact made grammar teaching is dynamic.

Marianne Celce-Murcia said “Over the centuries, second language educators have

alternated between favoring teaching approaches which focus on having students

analyze language in order to learn it and those which encourage students‟ using

language in order to acquire it, earlier this century, this distinctive pattern was

observable in the shift from the analytic grammar translation approach to the use-

oriented direct method.” 3

Despite that opinion, in recent days, grammar teaching is still playing in

the circle of teacher-centered, teaching grammar means giving and explaining

grammatical rules and their usage from one source “teacher”, and learning

grammar means analyzing the forms and structure of the sentences. Grammar

learning is seen simply as studying the forms, and applying them in the sentence.

The goal of teaching and learning grammar is to master the rules in order to

produce the corrrect sentences both written and spoken. Moreover, Students are

expected to fill in the questions of grammatical rules correctly, no matter whether

they will use the forms in their communication or not.

Grammar can be said consists of various elements. One of them is Tense.

According to Richard Veit, “Tense is frequently described as the property that

2 Penny Ur, Grammar Practice Activities : A practical guide for teachers, (Cambridge: Cambridge

University Press, 1988), p.4 3 Marianne Celce-Murcia, Teaching English as Second or Foreign Language 2

nd edition, (Boston:

Heinle & Heinle Publisher, 1979) p.279

3

relates to the time a verb‟s action is performed.” 4The Tense which is taught in the

second year of Junior High School is present perfect tense . As Betty Azar

said,”Present Perfect Tense expresses the idea that something happened (or never

happened) before now, at an unspecified time in the past. The exact time it

happened is not important.” 5

Present Perfect Tense is taught in the second grade of Junior High School

as one of the Gammatical rules of English Lesson. Although English Lesson is

taught since elementary level, there are many students (junior high school

especially the second grader) who consider that English is the diificult subject to

be learnt especially Grammatical rules including present perfect tense.

Based on writer‟s experience when she observed the process of language

teaching and learning of the present perfect tense in second grade of MTs.

Soebono Mantofani, the writer found that students faced many difficulties in

learning present perfect tense. First, there were many students who did not use

past participle form of irregular and regular verb when they wrote or spoke about

present perfect events. This problem may appeare because they did not memorize

the past participle form of irregular and regular verbs. Second, the writer found

that the teacher of English Lesson didn‟t lead students into the real situations

when teaching present perfect tense, so it couldn‟t attract students‟ interest. Third,

the writer saw that teacher of English lesson used monotonous technique in

teaching present perfect, he explained the rules and the use and asked students to

memorize the rules, after that he asked them to do exercise in the textbook or to

make sentences using present perfect tense. Therefore, students did not know how

the present perfect is used in the real situation and real communication. Then, the

process of teaching and learning is not meaningful. Furthermore, This teaching

strategy cannot help the students to use language as tool of communication.

4Richard Veit, Discovering English Grammar, (Boston: Houghtan Mifflin Company, 1986), p.149

5 Betty Schramper Azar, “Understanding and Using English Grammar 2nd Edition”, (New Jersey:

Prentice Hall Regents, 1989), p.29

4

This strategy influences the teaching of grammar which causes many

problems. First, it relates to the condition of students who just memorized the rule

of the present perfect tense in the classroom and forgot it outside the class.

Because the strategy did not support the students to memorize it in a long term

memory. Second, most of students are unable to apply the rule in the real

communication, for instance when students are asked to speak using present

perfect tense in real communication outside the classrrom, they couldn‟t apply it,

Because it was not taught in the real context.

Furthermore, students are not interested in speaking English

communicatively, because when they want to speak English, certainly they have

to apply grammatical rules including present perfect tense in their speech, while it

is the difficult problem for them.

From those facts above, it can be concluded that teaching grammar by

using that strategy does not facilitate meaningful communication and interaction

among students.

In line with this problem, the writer tries to give a solution for the teacher

to implement an English teaching strategy which can make language teaching and

learning more communicative, and provide an enjoyable atmosphere, and also can

invite students to the real condition of present perfect tense.

In fact, the techniques in teaching grammatical rules might various, such

as demonstration, illustration, TPR activities, role plays, and problem solving

activities. But in this paper, the writer would like to propose the Game (find

someone who…) as an alternative way to solve the problems that arise in learning

present perfect tense.

Games are activities carried out by cooperating or competing decision

makers, seeking to achieve within a set of rules, their own objectives.6 By using

games, the students can learn grammatical rules in interesting and enjoyable

atmosphere; they wouldn‟t bore in completing the task because they feel fun and

happy. As Mariah Toth said in her book that games help to create a context in

6 Sandra J. Savignon and Margie S. Berns, Initiatives in Communicative Language Teaching II,

(Addison Wesley Publishing Company, 1978) p. 209

5

which children‟s attention is focused on the completion task without necessarily

realizing that language items are being practiced. As a result, language learning

takes place in a context that children can directly relate to.” 7

To apply this strategy in teaching the present perfect tense, action research

is used as a research methodology. This research is carried out in 8.2 class of

MTS. Soebono Mantofani, Jombang Ciputat.

B. Problem of the study

To make the study clearly understood the writer the problem of the study

as follows:

1. Can the game (Find Someone Who) overcome students‟ difficulties

in learning the present perfect tense at 8.2 class of Mts Soebono

Mantofani?

2. Can the game (Find Someone Who) improve students‟

comprehension and achievements of the present perfect tense at 8.2

class of Mts Soebono Mantofani?

3. How does the game (Find Someone Who) improve students‟

comprehension and achievement of the present perfect tense at 8.2

class of Mts Soebono Mantofani?

C. Objective of research

In line with the problem of the research above, this research is

aimed at:

1. Knowing whether how the game (find someone who) can

overcome students‟ difficulties in learning the present perfect tense

at 8.2 class of MTs. Soebono Mantofani.

2. Knowing whether the game (find someone who) can improve

students‟ comprehension and achievements of the present perfect

tense at 8.2 class of MTs Soebono Mantofani.

7 Maria Toth, Children‟s Games a teacher‟s resource book of games for young learners of English,

(Macmillan: Heinemann English Language Teaching, 1995), p.1

6

3. Describing how the implementation of the game (Find Someone

Who) in improving students‟ comprehension of the present perfect

tense at 8.2 class of MTs Soebono Mantofani.

D. Significance of Study

The result of this research is expected to give contributions for

three important people, they are: 1) for the English teachers, 2) for

students, 3) and for the headmaster.

1. For the English teachers, the result of this research will give them the input

or new information about alternative strategy or technique in teaching

grammatical rules especially the present perfect tense.

2. For the students, the result of this research will help them to solve their

problem in learning grammatical rules especially the present perfect tense,

and provide them an enjoyable atmosphere in learning grammar.

3. For the head masters, the result of this research will give them useful

information about English teaching strategy, so that they can provide the

teachers and motivate them to develop the strategy and technique in

teaching English.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Definition of Grammar

When someone learns another language besides his or her mother tongue

or first language, he or she needs to learn the rules about that language. Also when

someone wants to learn or to teach English language, he or she should learn or

teach the rules of English that is Grammar. As a result, mastering grammatical

rules is urgent for language learners besides mastering the four skills (Listening,

speaking, Reading, and writing). For this case Penny Ur said in her book

Grammar Practice Activities, “There is no doubt that knowledge – implicit or

explicit – of grammatical rules is essential for the mastery of a language: you

cannot use words unless you know how they should be put together.” 8 So what is

grammar?

There are many definitions of grammar, Penny Ur stated that Grammar

may be roughly defined as the way a language manipulates and combines words

8 Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge: Cambridge

University Press, 1988) p. 4

7

8

(or bits of words) in order to form longer units of meaning.9 In addition, Richard

Veit points out:

A grammar is a person‟s subconscious language knowledge. You use your

English Grammar whenever you speak or write English or understand

someone else‟s speech or writing. A grammar consists of principles or

rules that allow you to create an infinite number of possible sentences out

of a finite number of words.10

Moreover, Jim Scrivener said in his book Learning Teaching:

When thinking of “grammar”, many people probably first picture a book

full of explanations and rules that tell them which verbs have what

endings, how to use adverbs, how to make superlative, etc.11

From those definitions above, it can be concluded that grammar is

knowledge about the rules of language. It explains how to combine words or a

little bit of words in order to make something understanding or meaningful

sentences both written and spoken. For example, to explain about something

occurred in the past, the verb of past tense form is used, thus, a sentence likes: Joe

(was) sick yesterday is acceptable because it is grammatical. In contrast, if the

sentence is like: Joe will be sick yesterday is unacceptable because it is

ungrammatical.

B. Organization of Teaching Grammar

The teaching procedures of teaching grammar mainly play in the three or

four stages, they are: presentation, explanation, practice, and test. In line with this

teaching procedure, Penny Ur suggested four stages:

a) Presentation, the aim of the presentation is to get the learners to perceive

the structure – its form and meaning- in both speech and writing and to

take it into short-term memory

9 Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge: Cambridge

University Press, 1988) p. 4

10

Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986) p.6 11

Jim Scrivener, Learning Teaching: a guide book for English Language Teachers 2nd

edition,

(Oxford: Macmillan Books For Teachers, 2004) p. 252

9

b) Isolation and Explanation, the objective is that the learners should

understand these various aspects of the structure. In more academic

classes, or where structure is particularly difficult for students to grasp,

this stage may be take sometime.

c) Practice, the practice stage consist of a series of exercise done both in the

classroom and for home assignment, whose aim is to cause learners to

absorb the structure thoroughly; or to put it another way, to transfer whet

they know from short-term to long-term memory.

d) Test, learners do test in order to demonstrate – to themselves and to the

teacher – how well they have mastered the material they have been

learning. The main objective of test within a taught course is to provide

feedback. 12

Meanwhile, Marianne Celce-Murcia and Sharon Hilles mention four

stages too about the organization of teaching grammar procedures, there are:

a) Presentation, in this stages teachers introduce the grammar structure

either inductively or deductively

b) Focused practice, in which the learner manipulates the structure in

question while all other variables are held constant. The purpose of this

step is to allow the learner to gain control of the form without the added

pressure and distraction of trying to use the form for communication.

c) Communicative practice, in which the learner engages in communicative

activities to practices the structure being learned.

d) Teacher feedback and correction. Although this is usually considered a

final step, it must take place throughout the lesson. 13

C. The Present Perfect Tense

Grammatical rules have parts of speech. One of them is called verb (main

verb and auxiliary verb). Verb is the most complex part of speech. Like many

other parts of speech, verb also has grammatical properties, and one of those

12 Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge:

Cambridge University Press, 1988) p. 7- 9

13

Marianne Celce – Murcia & Sharon Hilles Techniques and resources in Teaching Grammar,

(Oxford: Oxford University Press, 1988) p. 27 – 28

10

grammatical properties is Tense. According to Marcella Frank, Tense is special

verb endings or accompanying auxiliary verbs signal time an even takes place.14

Based on Marcella Frank in her book Modern English Actually, English

has two kinds of tense-system, Six-tense system and two-tense formal system. But

the one most commonly found in English textbooks for non-native speakers and

most familiar to them is the six-tense system. It includes past tense, present tense,

future tense and plus three perfect tense ; present perfect, past perfect and future

perfect 15

or it usually known as sixteen tenses.

In accordance with Betty S. Azar, the present prefect tense expresses the

idea that something happened (or never happened) before now, at an unspecified

time in the past. The exact time it happened is not important. The example

situation of this, as follows:

Joe is looking for his motorcycle key. He can‟t find it.

He has lost his motorcycle key.

‘He has lost his motorcycle key‟ means that he lost it a short time ago,

before now, at an unspecified time in the past.

In addition, Marcella Frank said that the present perfect tense expresses

indefinite time that begins in the past and extends to the present. It is a special

kind of past time that ends with the moment of speaking. An even may continue

beyond the present moment of speaking, but the statement is not concerned with

this segment of time.16

14 Marcella Frank, Modern English: a practical reference guide, (New Jearsey: Prentice-Hall,

1972), p. 47 15 Marcella Frank, Modern English: a practical reference guide, (New Jearsey: Prentice-Hall,

1972), p.52 16 Marcella Frank, Modern English: a practical reference guide, (New Jearsey: Prentice-Hall,

1972), p. 78

11

1. The Form of Present Perfect Tense

According to A.J. Thomson and A.V. Martinet the present perfect tense is

formed with the present tense of have + the past participle. And for negative is

formed by adding not to the auxiliary. The interrogative is formed by inverting the

auxiliary and subject.17

Basically, to make an affirmative statement, negative statement and

interrogative statement, the formulas are as follows:

a) Affirmative

Subject+have/has+

verb 3 form

- (They- We- I – You) have watched the movie

- (He – She – it - Ali) has studied English & Math

b) Negative

Subject+have/has+

not+verb 3 form

- (They- We- I – You) have not watched the movie

- (He – She – it – Ali) has not eaten rice

c) Interrogative

Have/has+subject+

verb 3 form

- Have (They-We-I-You) visited to Bali?

- Has (He – She – it – Ali) gone to Kalimantan?

Meanwhile, to make an affirmative, negative, and interrogative statement

for the verb be, the formulas are as follow:

a) Affirmative

17

A.J. Thomson and A.V. Martinet, The practical English Grammar, (London: Oxford University

Press), p. 16.6

12

S + Have/has + been +

substantive

(adjective/adverb of

place) + ( ………)

- (They-We-I-You) have been at home since 5

o’clock

- (He – She – It) has been cold for the last

three days

b) Negative

S + have/has + not +

been + substantive

(adjective/adverb of

place) + ( ………..)

- (They-We-I-You) have not been at School this

day

- (He – She – It) has not been angry

c) Interrogative

Have/has + S + been +

substantive

(adjective/adverb of

place) + (……….)

- Have (They-We-I-You) been at home?

- Has (He – She – it ) been in this city since

Sunday?

Note: Have and Has (when used as auxiliary verbs, not as main verbs) are

usually contracted with personal pronouns in both speaking and informal writing.

Have and has are often contracted with nouns and other words in informal

speaking, but not usually in writing. 18

For examples: You have been there

You’ve been there

Mary has never been at school

18 Betty S. Azar Understanding and Using English Grammar 3

rd edition, (New Jearsey: Pearson

Education, 1999) p. 39

13

Mary’s never been at school

2. The use of the present perfect tense

According to Raymond Murphy in his book Grammar In Use, “The

present perfect tense is used when we talk about a period of time that continuous

up to the present.” 19

for example Andi and Anto are talking about the period

between a short time ago and now, so Andi says to Anto : have you known about

the news?

Furthermore Raymond Murphy listed some usages for the present perfect

tense as following, he said:

a. We often use the present perfect to give new information or to announce a

recent happening. For example: I’ve lost my book, can you help me?

b. You can use the present perfect with just (= a short time a go). for

example:

„Would you like something to eat?‟ „No. Thanks, I have just had lunch‟

c. You can use the present perfect with already to say that something has

happened sooner than expected. For example:

„Don‟t forget to post the letter, will you‟ „I have already posted it’

d. Use the present perfect tense to say that you have never done something or

that you haven‟t done something during the period of time which

continuous up to the present:

- I have never smoked

- He hasn’t smoked for three years

e. We often use the present perfect with yet. Yet shows that the speaker is

expecting something to happen. Use yet only in questions and negative

sentences:

- Has it stopped raining yet?

f. We use the present perfect with this morning/ this evening/ today/ this

week/ this term/ this semester etc. (when these periods are not finished at

the time of speaking):

- I haven’t seen Tom this morning, have you?20

The present perfect tense also, when used with for and since, expresses a

situation that begins in the past and continuous to the present. In the example,

notice the difference between since and for. Since is used for a particular time and

for is used to duration of time. For Example:

- She has been there since seven o‟clock.

19

Raymond Murphy, English Grammar In Use, (Cambridge: Cambridge University Press, 1985),

p.30 20

Raymond Murphy, English Grammar In Use, (Cambridge: Cambridge University Press, 1985),

p. 28

14

- She has lived there for three years.

Moreover, the present perfect also expresses the repetition of an activity

before now. The exact time of each repetition is not important. Example:

- I have written my wife a letter every other day for the last two weeks21

3. The expressions of time which are used in Present Perfect tense

The actual time represented by the present perfect usually involves

duration of a single act that ends with the moment of speaking or shortly before it.

The psychological time connoted by the present perfect tense often involves

possible repletion within the past – to - present period. The expressions of time

that mark a past – to – present event are indicated below:

a. Duration of an event that ends with the moment of speaking (actual

speaking)

1) Prepositions indicating duration; during, in, over, since, for.

He has remained calm during the whole crisis

I have lived in United States since 1968

2) Adverbial expressions meaning past – to – present time: so far, up

to now, until now, up to the present. We have finished this chapter so far

Up to now, we have not found the kind of paint we need for job

b. Frequency within the extended past- to – present period

(psychological time) The present perfect tense is used with frequency adverbs that involve

repetition; always, often, twice, sometimes

He has always lived in the United States

We have sometimes gone to the beach, but we have never enjoyed

the trip

c. Recency of an event (actual time)

1) Just (now), already (or yet with negatives and questions), finally,

still (negatives only) The money has finally arrived

I haven‟t seen the movie yet.

2) Recently, lately, of late, in recent years, etc. He has recently come out of the hospital

Lately, the news about the war has not been good

3) Time expressions containing this; this week, this month, this

morning. He has been quite ill this year

They have gone shopping this morning22

21 Betty S. Azar Understanding and Using English Grammar 3

rd edition, (New Jearsey: Pearson

Education, 1999) p. 36

22

Marcella Frank, Modern English: a practical reference guide, (New Jearsey: Prentice-Hall), p.

79-80

15

From the explanations above, the writer can conclude that the present

perfect tense is used:

1) To refer to an action or event that began some time in the past and still

continuing

2) To refer to an action that took place at some time in the past but has an

effect on the present situation

3) To express the activities which were repeated several times in the past.

But the exact time is unspecified.

D. Games for language Teaching

1. Definition of Game

Everyone likes to play a game, boy and girl, no matter child or adult.

Game is a fun activity to plays that acceptable for children and adult people. As

stated by Andrew Wright, “………. it is generally accepted that young learners

and adults are very willing to play game.”23

There are many definitions about game, one of them is stated by Sandra

Savignon in her book Initiatives in Language Teaching, she said that game

defined as activities carried out by cooperating or competing decision makers,

seeking to achieve within a set of rules, their own objectives.24

Based on Savignon definition about the word “game”, the writer concludes

that game is a competitive or cooperative play with a set of rules. The objective of

these rules is to avoid the player from the deceit and also to provide the player in

order can achieve the goal of the game.

23

Andrew Wright, David Butteridge & Michael Buckby, Games for Language Learning,

(Cambridge: Cambridge University Press, 1979) p.2 24 Sandra J. Savignon & Margie S. Berns, Initiatives in Communicative Language Teaching II,

(Addison Wesley Publishing Company, 1978) p.209

16

2. Games for language teaching

According to Andrew Wright, a game for language teaching means a game

as an activity which is entertaining and engaging, often challenging, and an

activity in which the learners play and usually interact with others.25

This means

that games for language teaching and learning should be the activities that provide

students to interact and communicate with others during the activities. It is also

should give the challenge to them but not bored them.

There might be many games that can be used in teaching and learning the

language, but there are some limitations which are the teacher should do. In

selecting the games, the teacher should minimize the competition and maximize

the challenge to avoid making learners anxious. In line with this problem, Andrew

Wright has pointed it out:

In selecting and describing our games we have tried to minimize

competition, with winners and losers, and to maximize challenge, where

everyone feels inspired to „have a go‟ and do their best. Competition may

be stimulating for some, but it can also be destructive, making players

anxious, with losers categorizing themselves as „no good‟ and the winners

categorizing themselves as „very good‟. Neither of these things may be

true, and neither helps learning.26

3. Types of games for language teaching

The types of games for language teaching and learning may

various. But it is not easy to classify them into categories. As described by

Shelagh Rixon in his paper entitled Using Games in Language Teaching in

the book How to use Games in language Teaching:

Classifying games into categories can be difficult, because

categories often overlap. Hadfield (1999) explains two ways of

25 Andrew Wright, David Butteridge & Michael Buckby, Games for Language Learning,

(Cambridge: Cambridge University Press, 1979) p. 1

26 Andrew Wright, David Butteridge & Michael Buckby, Games for Language Learning,

(Cambridge: Cambridge University Press, 1979) p. 1-2

17

classifying language games. First, she divides language games into

two types: linguistic games and communicative games. Linguistic

games focus on accuracy, such as supplying the correct antonym.

On the other hand, communicative games focus on successful

exchange of information and ideas, such as two people identifying

the differences between their two pictures which are similar to one

another but not exactly alike. Correct language usage, though still

important, is secondary to achieving the communicative goal.27

In other words, the writer can say that commonly games for

language teaching can be divided into two types, linguistic games and

communicative games. But in the next explanation, Shelagh Rixon

described many types of games of language teaching according to

Hadfield taxonomy of classifying language games. As the following:

The second taxonomy that Hadfield uses to classify language

games has many more categories. As with the classification of

games as linguistic games or communicative games, some games

will contain elements of more than one type.

1. Sorting, ordering, or arranging games. For example, students

have a set of cards with different products on them, and they

sort the cards into products found at a grocery store and

products found at a department store.

2. Information gap games. In such games, one or more people

have information that other people need to complete a task.

3. Guessing games. These are a variation on information gap

games. One of the best known examples of a guessing game is

20 Questions, in which one person thinks of a famous person,

place, or thing. The other participants can ask 20 Yes/No

questions to find clues in order to guess who or what the person

is thinking of.

4. Search games. These games are yet another variant on two-

way information gap games, with everyone giving and seeking

information. Find Someone Who is a well known example.

Students are given a grid. The task is to fill in all the cells in the

grid with the name of a classmate who fits that cell, e.g.,

someone who is a vegetarian. Students circulate, asking and

answering questions to complete their own grid and help

classmates complete theirs.

27

Shelagh Rixon, How to Use Games in Language Teaching: Essential Language Teaching

Series, (Phoenix ELT: 1996) p.3 at www.books.google.com

18

5. Matching games. As the name implies, participants need to

find a match for a word, picture, or card.

6. Labeling games. These are a form of matching, in that

participants match labels and pictures.

7. Exchanging games. In these games, students barter cards,

other objects, or ideas. Similar are exchanging and collecting

games.

8. Board games. Scrabble is one of the most popular board games

that specifically highlight language.

9. Role play games. Role play can involve students playing roles

that they do not play in real life, such as dentist, while

simulations can involve students performing roles that they

already play in real life or might be likely to play, such as

customer at a restaurant.28

4. The principles of choosing and using the games for language teaching

and learning

The games for language teaching are different from the games as play in

common. It is required some principles to choose games activities in order to

achieve language teaching goals. In this case, Andrew Wright (1982) has

suggested five essential criteria of language games. They are:

1) The games should be easy to prepare

2) The games should be easy to organize

3) The games should provide intrinsic language

4) Density of language

5) The games should be interesting for the learners.29

Furthermore, Emilio G. Cortez suggests some principles to choose the

games activity for language teaching learning as follows:

1) The game should reinforce a particular point of language that the students

lack

2) The game should offer practice for items previously taught

28 Shelagh Rixon, How to Use Games in Language Teaching: Essential Language Teaching

Series, (Phoenix ELT: 1996) p.3 at www.books.google.com 29

Sandra J. Savignon & Margie S. Berns, Initiatives in Communicative Language Teaching II,

(Addison Wesley Publishing Company, 1978) p. 211

19

3) The game should involve many members of the class and not just a few

4) The context should appropriate for the language items to be incorporated

in the game.

5) The game should contain element of surprise or competition

6) The game should provide sufficient motion to heighten and sustain interest

7) The game should suitable to the maturity and age levels of the students

8) The game should conduct in an enough space of the classroom.30

In other word, the writer can say, that there are some principles required to

choose and use the game for language teaching and learning, there are:

1) The game should interesting and fun

2) The game should provide students to communicate each other by using

target language

3) The game should engaging and challenging

4) The game should suitable for all age levels of the students

5) The game should involve all students in the classroom

5. The Advantages of Using Games in language teaching

Although there may be many techniques and strategies for language

teaching, especially for teaching grammatical rules, many experts agree that the

games can motivate students to learn language. As Karen Kellaher said in her

book Kids Can‟t Resist! ”Children are no exception. When subject matter is part

of the game or puzzle, students are more motivated to learn, to remember, and to

apply the material.”31

30 Emilo G. Cortez, Some Pointers on Using Games, (English Teaching Forum, vol XIII, 1975) p.

308 31

Karen Kellaher, Kids can‟t Resist!: 40 super-cool crossword, codes, mazes and more that teach

the essential rules of grammar, (New York: Scholastic inc, 2000) p. 6

20

Besides, since grammar is viewed as learning the rules, there are many

students who consider that when they learn grammar they should be serious. So

that the games can help students to study grammar with fun and serious at the

same time. In accordance with this case, Mario Rinvolucri said:

Grammar is perhaps so serious and central in learning another language

that always should be searched for which will focus students energy on the

task of mastering and internalizing it. One way of focusing this energy is

through the release offered by games. The Belgian businessman who came

out to coffee after a grammar game saying “Ce n‟est pas bête du tout”,

was expressing his surprise that a game could be fun and serious at the

same time. The point is that the fun generates energy for the achievement

of the serious goal.32

Moreover, Andrew Wright mentions some advantages and reasons why

the games are useful for teaching and learning. Here are the following:

1) Games help and encourage many learners to sustain their interest and work

2) Games also help the teacher to create contexts in which the language is

useful and meaningful

3) Games provide one way of helping the learners to experience language

rather than merely study it.

4) Games provide the key features of „drill‟ with the added opportunity to

sense the working of language as living communication.

5) Games involve emotions, and meaning of the language is thus more

vividly experienced.

6) Games can provide intense and meaningful practice of language, and then

they must be regarded as central to a language teacher‟s repertoire and not

merely a way of passing the time.33

32 Mario Rinvolucri, Grammar Games; cognitive, affective, and drama activities for EFL students,

(New York: Cambridge University Press, 1984) p. 3

21

E. Teaching The Present Perfect Tense By Using the Game (find

someone who)

Although in the previous pages has been discussed about the organization

or the procedure of teaching grammar which involves four stages; presentation,

explanation, practice and test. It is not guaranteed that the teaching process will be

successful and can achieve the goal of language teaching. So that, the teacher

needs the strategy or technique which can combine those four stages actively and

communicatively.

One of the teaching language strategies that can involve those four stages

is „Game‟. In line with this case, Christ Weckert said, “……… games are fun.

Require little or no equipment, and are designed to consolidate grammar learning.

They can be played as an integral part of a lesson to focus or review student

learning. They can also act as useful lesson breaks and transitions. At the same

time, many of games present opportunities for further exploration of the English

language and how it works. 34

In this research, the writer proposed the game (Find Someone Who) in

teaching the present perfect tense. The material and the procedure are as follows:

1. Materials:

A set of cards or slips of paper, each of which has a task on it

beginning „find someone who‟ plus the present perfect. For example:

- Find someone who has gone to Monas

NAME :

33 Andrew Wright, David Butteridge & Michael Buckby, Games for Language Learning,

(Cambridge: Cambridge University Press, 1979) p. 2

34 Christ Weckert, Games on the go; Grammar 8-10, (Macmillan Teacher resources, 2005) p. 6

22

- Find someone who has watched „Laskar Pelangi‟ movie

NAME :

There should be about ten different tasks; each one duplicated three or four

times.

2. Procedure

Describe a task similar to those on the cards for example:

„Find someone who has gone to Monas‟

and ask the students round the class to ask to their friends:

„Have you ever gone to Monas?

Until they find someone who has gone to Monas. Or until it is

apparent that nobody has. Then, the teacher writes up on the board,

for example:

Deva has gone to Monas or

No one in the class has ever gone to Monas

Next, tell them to take a card each, and try to find someone in the

class who has done the action indicated on it, by going round

asking each others questions beginning „have you ever ……..?‟

they should then note down the result in a full sentence, like one

the teacher wrote on the board, and take a new card. How many

answers can they find out and write down? This is a competition,

so they are not to give away the answer to each others as they find

out!

After that, the teacher check the answers at the end, by asking

publicly for an answer to each task:

23

„Has anyone ever ……?‟

Participants get one point for each acceptable answer. Anyone who

writes for any item that nobody has ever done it, when in fact there

is some body in the class who has, loses a point. 35

35 Penny Ur, Grammar Practice Activities: a practical guide for teachers, (Cambridge: Cambridge

University Press, 1988) p. 237 - 238

24

CHAPTER III

RESEACRH METHODOLOGY

A. Method of research

The method that was used in this research is classroom action research

(CAR) method. According to Geoffrey E. Milles action research is any systematic

inquiry conducted by teacher researchers, principals, school counselors, or other

stakeholders in the teaching/learning environment to gather information about

how their particular schools operate, how they teach, and how well their students

learn. 36

It means that classroom action research (CAR) is the research

methodology used by the people who work in educational field or

teaching/learning environment in finding the information about the problems

occurring in the process of teaching and learning and how to solve those

problems.

36

Geoffrey E. Mills, Action Research: a guide for the teacher researcher 2nd

edition, (Ohio:

Merrill Prentice-Hall, 2003) p. 5

24

25

In addition, Arikunto states that CAR is viewed as a device to improve the

quality of teaching learning ability in the physical classroom. Beside of solving

diagnosed problems in conditional classroom activity, CAR helps the teacher

through any new methods and skills and helps to build self-awareness especially

through pair-teaching regarding as collaborative study between the researcher and

the teacher.37

In this sense, classroom action research is used to diagnose the

problems that arise in the classroom activities and to solve those problems in one

time by using new methodologies or techniques or strategies.

B. Subject and object of the research

B.1 Subject

The subject of the research is 8th

grade students of MTs Soebono

Mantofani Jombang Ciputat. For this case, the researcher will conduct the

classroom action research at morning class 8.2 which consists of 32 students.

B.2 Object

The object of this research is to improve students comprehension of the

present perfect tense through the game (find someone who).

C. The writer’s role in the research

In this research, the writer‟s role is not only as an observer but also as a

teacher researcher; she takes action by making lesson plan and giving assessment

or test both before CAR (pre-test) and after CAR (post-test). Moreover, the writer

also collects and analyzes data then reports the result of the research.

D. Time and Place of Research

This research is conducted for two months started from December 2010

until January 2011. The place of this research was at 8.2 class of MTs Soebono

Mantofani Jombang Ciputat. Academic year 2010/2011.

37

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 106-108

26

E. Data and the data sources

The data that was used in this classroom action research was divided into

two; qualitative data and quantitative data. The qualitative data consists of the

result of the field notes both before CAR and after CAR. On the other side, the

quantitative data was took from the result of pre-test and post test, the result of

questioners, also the result of observation sheet that will be analyzed by the

researcher.

Meanwhile, the data sources of this research were divided into two; event

and informant. The event is the teaching and learning process of the present

perfect tense by using the game (find someone who), and the informants were the

English teacher of class VIII Mts Soebono Mantofani, and also 8th

grade students

of Mts Soebono Mantofani.

F. Research Design

In conducting the classroom action research, the writer used Kurt Lewin‟s

model of CAR. It consists of four components, they are; 1) planning, 2) acting, 3)

observing and 4) reflecting. The relationship between these four components is

viewed as one cycle as described below:

Acting

Planning Observing

Reflecting

27

Figure 3. 1 Kurt Lewin‟s model of CAR cycle

In this classroom action research, the writer conducted two cycles. It

means when the writer finished conducting the first cycle, and the result of study

has not been improved yet, or there were any problems that have not been solved,

then the writer continued to conduct the second cycle. Both the first cycle and the

second cycle use the same step which consists of planning, acting, observing, and

reflecting.

G. Action Procedure

Cycle 1

1. Planning step

In this planning step, the researcher prepared the action plan as follow:

a. The researcher prepared the lesson plan as the source to

implement the action in the process of teaching and learning.

The lesson plan was prepared for every meeting which has

been agreed by the English Teacher and the headmaster.

b. The researcher prepared the observation sheet to take note

about the students‟ activities during the process of teaching and

learning.

c. The researcher prepared the interview guideline for students

and English teacher both pre-CAR and for every cycle.

d. The researcher prepared the questioner for students both

before-CAR and after implementing the action to know how far

the game (find someone who) influenced their process of

learning.

e. The researcher prepared the test before CAR (pre-test) and test

after CAR (post-test) to measure how far the action or the game

(find someone who) can improve students‟ achievement of

28

learning the present perfect tense. This test is given to the

students once before CAR and once after implementing CAR.

f. The researcher prepared the materials for game (find someone

who) ; a set of cards or slips of paper, each of which has a task

on it beginning „find someone who‟ plus the present perfect

tense.

g. The researcher sets the classroom as wide as possible. Because

this game need enough wide place. So, the chairs and the tables

are arranged in the side of wall in order students can walk

around the class freely when they play the game.

h. The researcher prepared the camera to take the photograph of

students while they play the game. This photograph is used for

documentation.

2. Acting Step

In this acting step, the researcher did the actions according to

lesson planning that has been compiled before. The detail as

follow:

a. The researcher asked the students to arrange the chairs and

the tables beside the wall in order the classroom become

wide and the students can do the activities freely around the

class.

b. The researcher wrote on the blackboard

“Find someone who has gone to Monas” and ask the

students to around the class to ask their friends who has

ever gone to Monas. By asking “have you ever gone to

Monas?

c. After that, the researcher wrote up on the board if there is

someone who has gone to Monas for example:

“Rahmat has gone to Monas”

29

or if there is apparent that nobody has not ever gone to

Monas.

“no one in the class has ever gone to Monas”

d. Next, the researcher told the students to take a card each,

and try to walk around the class to find someone in the

class who has done the action indicated on it.

e. Next, the researcher checked the result of students‟ finding

by asking publicly for an answer to each task on each card.

f. At the end of the process teaching and learning, the

researcher explained about the present perfect tense, its

sentence formula, and its use in daily activities, also about

the irregular and regular verb.

g. At the end of the cycle, the researcher gave the post-test to

know the development of the students‟ comprehension of

the present perfect tense, the post-test was the multiple

choice completion. And the result of this post-test will be

used as the source to evaluate the action for the next cycle.

h. Besides that, the researcher also gave the post-questioner to

know how far the game (find someone who) has influenced

the students‟ achievement in learning the present perfect

tense.

3. Observing step

Observation was done at the time when the action was being

implemented. In this observing step, the researcher was collaborative

with the observer and also with the English Teacher to observe

students‟ activities in teaching and learning process.

a. The researcher, the observer and the English teacher are

filling in the observation sheet of students‟ activities during

teaching and learning process in the classroom.

30

b. The students fill in the questioner was that given by the

researcher at the end of cycle. The questioner was used to

observe the influence of the game (find someone who) on

students‟ achievement of studying the present prefect tense

4. Reflecting step

In this reflecting step, the result of the observation sheet and the

questioner were discussed and analyzed by the researcher and the English

teacher. Then, the researcher wrote down the lack of the first cycle, and

the problems that arise in the first cycle. The result of this analysis would

be used as an evaluation and input to make the action plan for the next

cycle.

Moreover, the result of the post-test (test after CAR) that have been

finished by the students in the end of the cycle is analyzed by the

researcher. The result of this analysis would be used to measure whether

the action of cycle one has success or not, and to compare the students‟

achievement after implementing the action in cycle one.

Cycle 2

1. Planning step

After identifying the problems that appeared in the cycle 1, the

researcher revised the lesson plan, reselected the topic that more attractive,

and modified the game in order students can reach better achievement of

the present perfect tense.

2. Acting step

In this acting step, the researcher did the actions according to the

lesson plan that has been revised based on the result of the reflecting of

cycle 1. The detail as follow:

31

a. The researcher divided the class into two groups and tells

students that the groups will compete in playing the game

b. The researcher asked each groups to vote for the leader of the

group

c. The researcher asked the leader of each group to take the card for

their members and asked all students to walk around the member

of the group to find someone who has done the things indicated

to the card.

d. In the end of the game, the researcher checked the answer by

asking publicly for an answer to each task: “has anyone ever

…….?”

The group gets one point for each acceptable answer and loses a

point for each unacceptable answer. For example, anyone who

writes for any item that nobody has ever done it, in fact there is

somebody in the group who has, so the group will loses the point.

3. Observing step

In this phase, the researcher was collaborative with the

observer; they filled in the observation sheet of students‟ activities

during the teaching and learning process.

For instance, the students filled in the questionnaires that given

in the end of cycle 2. The result of these questionnaires would be

analyzed by the researcher and would be the source for evaluation

and reflection.

4. Reflecting step

As in the cycle 1, in reflecting phase, the researcher analyzed

the result of the observation sheet and the result of the

questionnaires. For instance, the researcher discussed with the

32

English teacher about students‟ achievement of the present perfect

tense.

Besides that, the researcher also analyzes the result of the post

test. The result of this analysis will be used to measure whether the

action of cycle 2 has success or not. if the action of the cycle 2 is

success to improve students achievement of the present perfect

tense, then the classroom action research will be ended, but if the

there is no improvement, the researcher have to conduct cycle 3.

The research design of this classroom action research

procedure can be described as follow:

Figure 3.2 the diagram of research design

33

if NO

If NO if YES

Observation

(Pre-CAR)

1. Interview with English

teacher

2. Observing the process

teaching and learning

Analyzing the causes of

the problem that arise in

English Teaching

Planning step

The researcher makes the lesson

plan

Acting step

The researcher implements the game

(find someone who) on teaching present

perfect tense

Reflecting step

The researcher evaluate the lack

of the cycle 1

Observing step

Observation of students‟

activities during CAR

Is there

improvement?

Planning step

The researcher makes the lesson

plan according to reflection of

cycle 1

Observing step

Observation of students‟ activities

during CAR cycle 2

Reflecting step

The researcher evaluate the lack of

the cycle 2

Acting step

The researcher implements the

game (find someone who) model 2

Making the report of the research

Cycle 1

Cycle 2

Cycle 3

34

H. Technique of collecting data

The data of the research was collected by using observation sheet,

questionnaires, test, interview and field notes. The completely

explanations as follow:

1. Observation sheet

In this case, the researcher observes classroom interaction by using

observation sheet. It includes students activities during teaching and

learning the present perfect tense by using the game (find someone

who). The result of the observation sheet will be analyzed by the

researcher by using Likert scale and will be presented as the

quantitative data.

2. Questionnaires

Questionnaires will be given to the students both before and after

implementing the actions. The result of these questionnaires will be

analyzed by the researcher by using Gutmann scale and will be

presented as quantitative data.

3. Test

The test used in this research is pre-test and post test. Pre-test is given

before implementing the game (find someone who). Meanwhile, the

post-test is given after implementing the game (find someone who).

The post-test is used to measure the improvement of students‟

comprehension of the present perfect tense. The test is in the form of

multiple choice completions and is compiled based on the indicators of

study. The result of the test will be analyzed statistically and will be

presented as the quantitative data.

4. Interview

Before implementing the CAR, the researcher did the interview with

the English teacher. On this interview, the researcher asked about

students‟ difficulties in learning grammatical rules especially the tense,

and the method that used by the English teacher in teaching English.

35

5. Field notes

During the process teaching and learning, the researcher also acts as

the observer who observes classroom interaction. In this case, the

researcher used field notes in taping and describing the process of

learning during CAR.38

Besides those four instruments for collecting the data, the researcher

also used the photographs39

as the tool for documenting the activities

during cycle 1 and cycle 2.

I. Data Analysis

In this classroom action research, the data analysis is divided into

two kinds there are quantitative analysis and qualitative analysis.

1. Quantitative analysis

Quantitative analysis is done for analyzing the result of pre-test and

post test, the result of questioners, and the result of structured observation

sheet.

a. Pre-test and Post-test

In analyzing the result of pre-test and post test, the researcher did some

steps to know the improvement of students‟ achievement of the present

perfect tense after using the game (find someone who) as the strategy

of teaching

First, the researcher tried to get the average of students‟ present perfect

score per action within one cycle. It is to know how well students‟

score as a whole on present perfect achievement. It uses the formula:40

38 Wijaya Kusumah & Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT.

Indeks, 2009) p. 52 39 Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P 101 40

Anas Sudijino, Pengantar statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008)p. 81

36

𝑀𝑋 : Mean

𝑋: Individual score

N : number of students

Second, the researcher tried to get the class percentage which passes

the KKM 60 (Sixty). It uses the formula41

:

P: The class percentage

F: Total percentage score

N: Number of students

Next, the researcher tried to analyze the result of pre-test up to post-

test score in cycle 1 and 2 to know whether or not there is the

improvement score on students‟ achievement of the present perfect

tense. In calculating it, the researcher uses the formula based on David

E. Meltzer (2008) in Rella Agustina (2010: 36)42

:

P : Percentage of students‟ improvement

y : pre-test result

𝑦1 : Post-test result1

41 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008)p. 43

42

Rella Agustina, Develoving students‟ Reading Comprehension of Narrative Text by Using Story

Mapping ,(FITK UIN Jakarta, 2010) p. 36 unpublished skripsi

𝑀𝑋 =

𝑋𝑁

P = 𝐹

𝑁 × 100 %

P = 𝑦1 − 𝑦

𝑦 x 100%

37

P : Percentage of students‟ improvement

y : pre-test result

𝑦2 : Post-test result 2

b. Questionnaires

To analyze the result of questionnaires, the researcher used Gutmann

scale by calculating students‟ answer of yes and no for each item.

Then, she calculated the percentage of it. 43

c. Structured Observation sheet

In analyzing the result of the observation sheet, the researcher used the

quantitative analysis by calculating the item of each category that has

been marked by the observer.

2. Qualitative analysis

Qualitative analysis is used to describe the data by using non

numerical explanation but in form of narrative explanation. The

information that has been taken from the informants will be analyzed in

three steps. In this case, the researcher analyzed the result of interview and

the result of field notes by using four stages, There are; assembling the

data, coding the data, comparing the data, and building the

interpretation.44

Stage 1: Assembling the Data

On this step, the researcher will assemble the data that have collected over

the period of research; field notes, interview and so on.

Stage 2: coding the data

43

Sugiono, Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung:

Alfabeta, 2009) p. 129

44

Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P 157

P = 𝑦2 − 𝑦

𝑦 x 100%

38

After assembling the data, the researcher categories the data that have been

collected more specifically

Stage 3: comparing the data

Once the data have been categorized in some way, comparisons can be

made to see whether themes or patterns are repeated or developed across

different data gathering techniques. You may notice hierarchies or

sequences the data or identify relationships and connections between

different sources of data. 45

On other word, the researcher compares and identifies the data that have

been categorized.

Stage 4: building the interpretations

The researcher takes and draws the conclusion of the research. In drawing

this conclusion, the researcher is helped by the collaborator in order to get

the good conclusion.

J. Validity of data

Validity is important element in research, it uses in judging

whether the measurement instrument of research measures what is

supposed to measure. As Wilmar Tinambunan said in his book Evaluation

of Student Achievement that, “Validity refers to the extent to which the

results of an evaluation procedure serve the particular uses for which they

are intended. Thus, the validity of a test is the extent to which the test

measures what is intended to measure.46

Regarding the validity in action research, the researcher uses three

criteria of validity that includes of outcome validity, process validity, and

dialogic validity that suggested by Anderson.

“Outcome validity relates to the notion of actions leading to

outcomes that are „successful‟ within the research context” 47

45 Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P. 158 46 Wilmar Tinambunan, Evaluation of Students Achievement, (Jakarta: Depdiknas 1998) p. 11 47

Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P. 161

39

Based on that statement, it can be said that outcome validity can

be seen from the result of the test. When the result of the test both cycle 1

and cycle 2 is better than the result of pre test, then the actions is

successful.

Next, the process validity, this criterion raises questions about the

„dependability‟ and „competency‟ of the research. Are events or behaviors

viewed from different perspectives and thorough different data sources in

order to guard against simplistic or biased interpretations?48

In this case,

the researcher used different data sources which includes interview,

questionnaires, field notes and structured observation sheet.

Then, dialogic validity, this criterion parallels the process of peer

review. Peer review in action research would mean dialogue with

practitioner peers, either through collaborative enquiry or reflective

dialogue with „critical friends‟. 49

In this study, the researcher makes

reflective dialogue with the English teacher.

Besides those three criteria, In this case, the researcher uses the

formula below to measure the validity of the test that has been given to

students. 50

𝑟𝑥𝑦 : Correlation between item score

and total score

𝑥𝑦 : Sum of multiplication between

x and y

𝑥2 : Quadrate of x

𝑦2 : Quadrate of y

48 Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P. 162 49 Anne Burns, Collaborative Action Research for English Language Teacher, (New York:

Cambridge University Press, 1999). P. 162 50

Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2010) p. 70

r xy = 𝑥𝑦

( 2) ( 2)𝑦𝑥

40

K. Trustworthiness of Study

1. Item difficulty

The difficulty of item analysis can tell us if an item was too difficult or

too easy. The most widely used interpretation of the difficulty of a test

item is that it is indicated by the proportion of subject who gets the item

right.51

The formula for computing item difficulty is as follows52

:

P : The percentage who answered the

item correctly

R : The number who answered the item

correctly

T : The total number who tried the item

2. Discriminating power

The discriminating power of a test item is the difference between the

number of correct and incorrect discriminations expressed as a percentage

of the maximum possible correct discriminations. In other words, the

discriminating power of a test item is its ability to differentiate between

pupils who have achieved well (the upper group) and those who have

achieved poorly (the lower group).53

The formula for computing item discriminating power is as follows:

51 Wilmar Tinambunan, Evaluation of Students Achievement, (Jakarta: Depdiknas 1998) p. 137 52 Wilmar Tinambunan, Evaluation of Students Achievement, (Jakarta: Depdiknas 1998) p. 138 53 Wilmar Tinambunan, Evaluation of Students Achievement, (Jakarta: Depdiknas 1998) p. 139

P = 𝑅

𝑇 X 100

41

D : The index item discriminating

power

U : The number of pupils in the upper

group who Answered the item

correctly

L : The number of pupils in the lower

group who Answered the item correctly

N : Number pupils in each of the

groups.

Here is the scale for discriminating power (DP)54

:

-1,00 0,00 1, 00

DP is negative DP is low DP is high (positive)

L. Indicator of the Action Success

This classroom action research (CAR) can be called success, if 75 % of

students can achieve the target score of KKM 60 (sixty) of the pre-test up

to post test in cycle 2. And there would not be continued to the next cycle.

Then, the CAR is stopped.

54 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2010) p.

211

D = 𝑈−𝐿

𝑁

42

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Description of research finding

1. Description of preliminary study

The data of this research finding is taken from the field notes, result of

observation, interview, and test and questionnaires sheet. Observation and

interview is done before and after implementing CAR.

Based on observation conducted by the researcher before implementing

CAR, it was found that students at class 8.2 of Mts Soebono Mantofani were not

really interested in learning English. Almost 70 % of students especially male

students who didn‟t pay attention fully to the teacher explanation. Some of them

were seen talked and joked with their friends, and the others were seen read and

wrote something but not about English material. Only about eight or nine who

paid attention full to the teacher. Besides that, when teacher gave them the task

42

43

such as asked them to complete students task sheet (LKS), they did not complete

it by themselves but they cheated to their friends because they did not understand

the material briefly.

On the other hand, the writer found that teacher of English didn‟t lead

students into the real situations when teaching English material especially

grammar rules, so it couldn‟t attract students‟ interest. The writer saw that teacher

of English lesson used monotonous technique in teaching present perfect, he

explained the rules and the usage and asked students to memorize the rules, after

that he asked them to do exercise in LKS. Then, students were seen less

motivated in learning English.

Furthermore, when the researcher did the interview with students before

implementing CAR, it was known that most student were less motivated in

learning English because English is viewed as difficult subject for them. Also

when they were asked what they know about grammar rules especially about

tenses and present perfect tense, most of them did not know and did not

understand about the tenses material.

This fact is strengthen by the teacher when the researcher interviewed

her, she said that most of students at class 8.2 did not understand the material she

explained, it can be seen from the result of daily examination which are poor and

didn‟t pass the KKM score (minimal criterion score).

In accordance with that data, the researcher discussed with English

Teacher to find the way in solving the problem. Then, the researcher chose the

game (find some who game) in teaching the present perfect tense. After that,

the researcher compiled the procedure of CAR, she planned the lesson plan,

compiled the instrument, and planned the action. When all those preparations

were ready to apply, the researcher began to implement CAR which was

conducted on 19 until 27 January 2011. The researcher conducted two cycles

during that time. Every cycle consists of two meetings.

During that time, the researcher also collected the data, she taught and she

observed too, she did interview and she gave the questionnaires too. After all

44

data have been collected, the writer analyzed it with the observer, drawn the

interpretation and take the conclusions, she also modified the action of every

cycle and every meeting. Here are the data of every cycle that have been

implemented by the researcher during the study.

2. Description of cycle 1

a. Description of four phases of cycle 1

Cycle 1 consists of four phases, planning, and acting, observing and

reflecting. To gain the data of those four phases, the researcher used the

field notes. Below is the description of each phase.

Table 4.1

Description of planning and acting of cycle 1

Planning Acting

1) As the teacher researcher, the

writer made the design of

teaching and learning activities,

prepared the material about

present perfect tense, in this

case she chosen In Hospital as

the topic or theme during

teaching and learning. She also

prepared pre test questions that

would be given to students

before she began teaching the

material on the first meeting.

2) The writer also made learning

aids that would be used during

teaching and learning, in this

case she prepared find someone

who cards that would be used by

students during playing game.

1) On the first meeting, the writer

applied the lesson plan that has

been compiled by her. Before

she began to teach, she gave the

pre test to students, this pre test

aimed to measure students‟

achievement and knowledge

about present perfect tense

before the action is being

implemented.

2) After that, she asked students to

arrange the chairs and tables to

the side of wall to make the

classroom wider. Then, she

asked students to take the cards

of find someone who from

45

Then, she planned the lesson

plan and determined some

indicators of teaching and

learning that have to be

mastered by students. (the

lesson plan is enclosed)

3) To ease students in learning

present perfect tense, the

researcher compiled the hand

out about present perfect tense

teacher‟s desk and asked them

to go around class to find

someone who has ….. based on

the card she/he hold.

3) After playing game, teacher

distributed hand out about

present perfect tense material to

students and she explained it

inductively. At the end of

learning, the teacher asked them

to write present perfect tense

sentence.

4) On the second meeting, the

teacher modified the action. She

re planned the lesson plan, on

this second meeting the teacher

wanted her students to master

and memorize common past

participle of irregular and

regular verb. So she added

irregular and regular verb

material and also common

expression of time of the present

perfect tense into lesson plan

and made some indicators based

on it.

5) To ease students‟ understanding

about irregular and regular verb,

the researcher made regular and

4) As on the first meeting, the

teacher asked students to

arrange the chairs and tables to

the side of the wall and told

them that on that second

meeting they would playing the

game (find someone who)

again. After that, teacher asked

them to stick the cards of find

someone who to the wall around

the classroom.

5) Before they started playing the

game, the teacher displayed the

card of irregular and regular

46

irregular cards; these cards were

designed attractively and used

the bright color orange and light

green. Orange color is used for

regular verb, while light green is

used for irregular verb.

Infinitive verb (verb 1) is

written on the white side of the

card, while the past participle

(verb 3) is written on the color

side.

6) Besides, the researcher also

compiled the hand out about

irregular and regular verb and

expression of time of the present

perfect tense

verb to students. The teacher

explained that the green color is

irregular verb while the orange

is regular verb. Teacher read

each card loudly and asked

students to follow her to

pronounce it loudly too.

Teacher repeated it more than

three times until most of them

can memorize the past participle

of each regular and irregular

verb.

6) After that, teacher told students

that when she said “GO”, they

have to take the card that

attached on the wall and go

around class to find someone

who has …. Based on what

have been written on the card.

When they finished playing the

game, the teacher asked

students to collect the card and

then asked them to write one

sentence of the present perfect

tense on a piece of paper. And

when they finished it, they were

asked to make it roll or paper

ball and then throw it around the

class. Everybody has to take

the paper ball near him/her and

find out the owner by asking

47

everyone according to what

have been written on the paper

by using present perfect tense

question.

When all students found the

owners of the paper they hold,

the teacher asked them to

collect the paper to teacher‟s

desk. Then, the teacher closed

the lesson.

7) On this first cycle, the

researcher compiled the

questionnaires and spread it out

among students

8) Teacher spread the

questionnaires out to the

students and read the result and

then analyzed it.

9) Teacher also compiled post test

questions to measure students‟

achievement after implementing

the actions on this first cycle

10) Teacher gave the post test of

cycle 1 at the end of second

meeting of the teaching and

learning time. And students

finished it quietly.

11) Teacher planned to take note

students‟ activities during

teaching and learning process on

field notes.

12) Teacher took note about

students‟ activities during

teaching and learning process

both on first and second

meeting. And also she wrote

every little improvement gained

by the students.

48

Table 4.2

Description of observing and reflecting of cycle 1

Observing Reflecting

1) When teacher taught in

classroom, she observed

students‟ activities too and took

the observation on field notes.

So, after implementing the

actions, the teacher discussed the

result of field notes with the

observer. Observer gave some

inputs to the teacher about

teaching and learning process.

2) On the first meeting, the teacher

saw, that almost 80% of students

still confused to play the game.

Only two to three students who

understood straightly about the

rules of the game.

3) Besides, the teacher saw that

most of students have lack of

English vocabulary, so that when

they want to ask their friend or to

find someone who has…. They

1) Generally, it can be said that

teaching and learning process

of the first cycle was still to be

more improved especially on

speaking activities. When

teacher asked students to speak

up and go around the class to

find someone who has …..

according to what was written

on the card, most of students

seem felt difficulty to speak

and to pronounce English

word.

2) When teacher interviewed

students why they seem

confused to play the game,

most of them answered that

they did not understand

teacher‟s command and they

haven‟t familiar yet to play the

game. Besides they did not

understand the meaning of

sentences that have been

written on the card.

3) Honestly, this is the serious

problem for the teacher. How

they can play the game and

49

felt difficulty and then they

always asked about the meaning

of the sentence written on the

card to the teacher.

4) When the researcher checked

students writing task, she found

there are many students who

wrote incorrect sentences. Such

as:

- we has writen Language

English,

- Mentari has sleeped in the

classroom

- I have a glass drunk just

(juice) mango in the evening

- She has sleeping in the

afternoon

- Bibah has sleept in the

afternoon

asked their friend around the

class if they did not understand

what was written on the card.

The lack of English vocabulary

is the main reason that caused

this problem.

4) This problem appeared because

most of students did not

memorize past participle of

irregular and regular verb. So

that most of them wrote

incorrect past participle.

Besides, some of them did not

pay attention to teacher

explanation, so they wrote

incorrect sentences.

5) On the second meeting, teacher

gave regular and irregular verb

material and also about common

expression time of the present

perfect tense.

Based on the reflection of the

first meeting, the teacher then

modified the lesson plan and

Generally, irregular and regular

verb card can help students to

memorize past participle form in

a short time because the card is

seen interesting for them.

Certainly this influenced their

writing. On this second meeting,

the teacher found that there were

50

made regular and irregular verb

card. She also wrote some

difficult vocabularies on the

board in order students would

not asked teacher again about the

meaning of sentences that have

been written on the card (find

someone who).

6) Although most students seem felt

difficulty to speak up in speaking

activity, but they did not confuse

again to play the game. Most of

them understood the rules of the

game and knew how to play the

game. So that they seem enjoy

playing the game and have fun

while playing the game.

ten students who wrote

incorrect. This is better than the

first meeting. There are more

than fifteen students wrote

incorrect sentences. So that there

is little improvement on students

writing achievement. on the

other hand, students speaking

achievement is still low and

need to be more improved.

Although the teacher has written

some difficult vocabularies ob

the board, almost 60% of

students still asked the meaning

of the sentences to the teacher

while they played the game.

7) Averagely, most of students on

this first cycle were more

motivated and interested in

learning present perfect tense.

Although it could not be hidden

that there were some students

who still got difficulties in

learning present perfect tense.

Based on The result of discussion with

the observer and English teacher, the

researcher determined to repeat the

actions and to continue to the next

cycle with the better preparation and

planning in order to get satisfied result.

On the cycle 2, the researcher planned

to focus on improving students

speaking activity when playing the

game.

51

b. Result of observation sheet of cycle 1

Below is the result of observation sheet of students‟ activities and teacher

competency that has been filled by the observer while the researcher taught

students both on first meeting and second meeting.

Table 4.3

Result of observation sheet of the cycle 1

No Observation categories Percentage

First meeting Second meeting

1. Students’ interest and

motivation

a. Students seem

enthusiastic during

teaching and learning

b. Students have high

interest in learning

English

c. Students seem motivated

in playing the game (find

someone who)

46 % 80 %

2. Teaching and learning process

a. Students follow all

teacher‟s instructions

orderly

b. Students finish the task

that instructed by the

teacher

c. Students are active in

playing the game (find

someone who)

50 % 56. 6 %

52

d. Students listen when

teacher explains the

material

e. Students are active in

answering teacher‟s

questions

f. Students are brave to

speak up in English when

playing the game

3. Teacher’s competency

a. Teacher gives the task and

instructions clearly

b. Teacher gives

brainstorming

c. Teacher explains the

material clearly

d. Teacher gives positive

feedback

e. Teacher acts as motivator

and facilitator

f. Teacher makes relax and

fun learning atmosphere.

63. 4 % 76. 6 %

Mean 53.1 71.1

From the result of that observation sheet, it can be said that on the first

meeting of the cycle 1 generally students‟ interest and motivation is 46 %. It

means that students‟ interest and motivation is still low in learning present perfect

tense. It is about fourteen to fifteen students who have high interest during

teaching and learning.

53

On the other hand, students‟ activities during teaching and learning

process gain the average 50 %, in other words only half of students‟ total number

who were active in doing the activities during teaching and learning process. And

on the contrary, half of them were not active in doing the activities.

The third category gets the average 63. 3 % on the first meeting, it means

that teacher competencies were needed to be improved.

On the other hand, on the second meeting those three categories generally

got the improvement. It can be seen from the average which improves on each

category. For the first category, the improvement is very satisfied. It means that

students‟ interest and motivation on the second meeting were increase much

although their activities during teaching and learning were still needed to be

improved, because it was increase little (0. 66%). From this result it can be said

that although students‟ motivation and interest to learn present perfect tense is

high, but most of them were not very active in doing the activities in the

classroom.

c. Result of post questionnaire of cycle 1

In gaining students responses of their interest and motivation in learning

present perfect tense by using the game (find someone who), their responses of

the teaching and learning process, and their responses of the game (find someone

who) that used as the teaching strategy, the researcher used questionnaire to find

those data at the end of each cycle. In the first cycle, the questionnaire was

delivered to 31 students.

There are three categories the researcher wanted to measure the students‟

responses on them. The first category is about students interest and motivation

toward teaching and learning by using the game (find someone who). So the

researcher used five questions to measure it.

54

The second category is about teaching and learning process during the

CAR, on this category the researcher used three questions to gain the students‟

responses of it.

The last category is about the strategy of teaching, in this case is the game

(find someone who) that used by the teacher in teaching the present perfect tens,

in finding the students‟ responses of it the researcher used only two questions.

In the first category about students interest and motivation toward teaching

and learning by using the game (find someone who), there were 29 students

(93.5%) who were interest learning the present perfect tense by using the game

(find someone who). On the contrary, there were only 2 students (6.3%) who were

not interests were playing the game while learning the present perfect tense. In

addition, there were 27 students (87. 1%) were happy learning the present perfect

tense by using the game (find someone who). Furthermore, there were 30 students

(96.7%) who were more motivated learning the present perfect tense by using the

game. Next, there were 23 students (74.2%) who were agreed that the game (find

someone who) is suitable for learning the present perfect tense. Then, there were

30 students who were brave asking material they didn‟t understand to the teacher.

In the second category about teaching and learning process by using the

game (find someone who), there were 24 students who were helped by the Game

(find someone who) in increasing their comprehension of the present perfect tense

and it is about 77.4% of the total number of students. It means that more than 70%

the game (find someone who) have helped students in increasing their

comprehensions of the present perfect tense. On the other hand, there were still 20

students or 64.5% of the total number of students who were helped by the game to

overcome the difficulties when they studied the present perfect tense.

Furthermore, there were 19 students or 61.3% of the students who were easy in

finishing the task given by the teacher, so there were 13 students or about 41.9%

of them who were still felt difficulty in finishing the task.

55

The last category is about students‟ responses toward the game (find

someone who) as the teaching strategy. From the table it can be seen that there

were 24 students (77.4%) who stated that their comprehensions of the present

perfect tense have increased after the teacher using the game (find someone who)

as the teaching strategy. In addition, there were 24 students too who were

preferred being taught by using the game (find someone who) rather than usual

method.

d. The result of the pre test and post test 1

To measure students‟ comprehensions of the present perfect tense before

implementing the CAR, the researcher gave the pre test to the students; the pre

test was given in the first meeting of cycle 1. From 32 students, there were two

students who absent in the first meeting, so there were 29 students who followed

the pre test. After the result of pre test has been analyzed, it showed that from 29

students who followed the pre test, only 2 students who derived the score above

the criterion of minimum completeness (KKM). Meanwhile, the other 27 students

were below that criterion. From that data, it can be concluded that almost of

students‟ comprehensions of the present perfect tense was still very low.

On the other hand, when the researcher gave the post test of the cycle 1, the

result showed that there was improvement on their achievements. There were 21

students who got the score above the criterion of minimum completeness (KKM).

The lowest achievement gained score 40, meanwhile the highest achievement

gained score 86.7.

2. The Description of the cycle 2

a. The Description of the four phases

As in first cycle, cycle 2 was consisted of two meetings and it was

consisted of four phases too, it was conducted on 25 until 26 January

2011.

56

Table 4.4

The description planning and acting

Of cycle 2

Planning Acting

1. On this cycle 2, the researcher

compiled the lesson plan

again which designed more

interesting. The researcher

chose the “famous

cities/places” as the topic of

teaching and learning. She

determined some indicators

that have to be mastered by

the students. There are:

- Students were hoped can

give responses to his/her

friends‟ questions in

present perfect tense

sentences.

- Students were hoped can

ask questions to their

friends by using present

perfect tense sentences.

- Students were hoped can

write present perfect tense

sentences by using the

common expression time

of the present perfect

tense.

2. On this first meeting of cycle

2, the researcher made 20

1. On this third meeting of

cycle 2, the researcher

implemented the actions

based on the lesson plan

that have been prepared.

Because there was no

empty classroom on that

day, the teaching and

learning activities was

conducted outside

classroom, and it was at

Pendopo. The students

were sit on the floor and

made two circles. Male

circle and female circle.

The teacher began the

lesson by greeting them

asking their condition, so,

the teacher brainstorm

them by asking whether

they have ever gone to

famous cities or no and

some students answered

yes and some of them

answered no.

2. The teacher distributed

57

cards of difficult vocabularies

for students. This card was

used for decrease students‟

lack vocabularies when

playing the game (find

someone who)

3. The teacher made the card

(find someone who) again,

and the topic that written on it

was about the famous cities

and places. Such as; find

someone who has visited Bali,

or find someone who has ever

gone to Borobudur temple.

4. The teacher made the green

box for the place of finding

card.

5. The teacher compiled the

hand out about the expression

vocabularies cards to each

student and gave

instruction to them that

when the teacher yelled

“START” the students

have to read and memorize

the vocabulary written on

card during 30 seconds

and then hand over it to

friend beside them.

3. After that, the teacher

distributed the card (find

someone who) to students.

She gave instruction when

she yelled “GO

AROUND” the students

have to go around the class

to find someone who has

…… based on the card

they hold.

4. After they finished the

game, the teacher asked

students to put the paper of

their finding to the green

box

5. The teacher explained

again about the common

58

time of the present perfect

tense

6. The teacher prepared several

pictures of the famous places

expression time of the

present perfect tense

inductively.

6. At the end of the lesson,

the teacher then displayed

one of the famous places

picture to the students and

asked them what the

picture was. The teacher

asked more than three

students whether they have

ever come/visited that

place and students gave

the responses.

1. On this fourth meeting, the

researcher made the lesson

plan again with the same topic

as on the first meeting. And

the material was about the

negative and interrogative

sentences. So, the indicators

that compiled on this second

meeting are:

- Students were hoped can

give responses to his/her

friends‟ questions in

present perfect tense

sentences.

- Students were hoped can

ask questions to their

1. The fourth meeting was

conducted at the last

lesson, and it was at 11. 20

A. M until 12. 30 A. M.

there was little problem

occurred before the

teaching and learning

activities was began. Most

students especially male

students asked the teacher

to use the language

laboratory room for

studying, they said that

they have never studied

there. But the teacher

refused their request,

59

friends by using present

perfect tense sentences.

- Students were hoped can

write present perfect tense

sentences in form negative

and interrogative

sentences.

2. On this fourth meeting, the

researcher did not make the

difficult vocabulary card

3. The teacher used the same

card (find someone who) like

the first meeting because the

topic was same.

4. The teacher prepared the hand

out about the negative and

interrogative sentences of the

present perfect tense.

because it was impossible

to play the game in the

language laboratory room.

Fortunately, the English

Teacher helped the

researcher in negotiating it

with the students and

finally they agreed, so the

teaching and learning

activities was conducted at

IPS room.

3. The teacher began the

lesson by greeting the

students and asked

apologies to them because

she have refused their

request to study at

language laboratory, the

teacher than told them that

they would play the game

(find someone who again).

Suddenly, one of male

students asked the teacher

why they always played

the game and studied

about present perfect tense

during these four

meetings. The researcher

explained that she was

doing the Classroom

action research to

60

5. On this fourth meeting, the

researcher made the card

about the name of famous

cities and places.

complete the last

assignment of her study at

university.

The teacher then wrote

some difficult vocabularies

on the board and taught

students to pronounce it.

4. The teacher asked students

to stick the card of the

game on the wall and

when she yelled “GO” the

students have to compete

with the others to take the

card and to find someone

who has ……. Based on

what was written on the

card. After ten minutes

left, the teacher yelled that

the time for the finding

was finish and all students

have to collect the finding

paper on green box on

teacher‟s desk. Then, they

have to take another card

in the red box and go

around again.

5. After fifteen minutes left,

the teacher yelled that the

time for playing the game

was finish; all students

have to collect the finding

61

paper on the blue box. The

students were asked to

arrange the chairs and

tables while the teacher

distributed the hand out

and she explained it

inductively.

6. At the end of lesson, the

teacher distributed the card

of the famous places‟

names to students and

asked them to write

interrogative sentences

based on the name of the

famous city they hold. For

example: have you ever

gone to Bali this year?

Then, each student has to

ask the friend beside

him/her by using that it,

and they have to write

their friends‟ answers on a

piece of paper and collect

it to the teacher.

7. The teacher prepared the post

test for this cycle 2. The post

test is used to measure

students‟ achievements of the

present perfect tense on this

cycle 2.

8. The teacher gave the post

test 2 to students at the end

of the lesson of the fourth

meeting. Students were

finished the test quietly.

62

9. To know students‟ responses

about the teaching and

learning activities by using

the game (find someone who)

of the cycle 2, the researcher

made the questionnaires.

10. The teacher distributed the

questionnaires to the

students and asked them to

fill in it.

11. The researcher prepared the

observation sheet of the cycle

2.

12. The researcher prepared the

field notes for taking notes

about all students‟ activities

occurred while the teaching

and learning process.

13. The researcher prepared the

camera to take the photograph

or the picture of students‟

activities during studying.

14. While the teacher

implementing the actions,

the observer filled in the

observation sheet.

15. The researcher took notes

about the students‟

activities during the

teaching and learning

process both on third and

fourth meeting.

16. The researcher took the

picture of students‟

activities when playing the

game (find someone who)

both on the third and

fourth meeting

Table 4.5

The description of Observing and Reflecting

Of cycle 2

Observing Reflecting

1. While the teacher taught the

students, she observed the

1. This cycle 2 was focus on

students speaking activities

63

students activities too and

wrote the result of

observation on field notes.

The teacher was helped by

the observer in observing the

students activities during

teaching and learning process

and after it they analyzed the

result of the observation

together.

2. Based on observation of the

third meeting, the researcher

found that students were not

so interesting in playing the

game and in learning

English. Besides, they were

so difficult in doing the

instruction. For example

when the teacher asked them

to make a circle. There were

some males and females

students who did not want to

move and make a circle.

3. Furthermore, there were five

male students who tried to

finish another subject task,

they finished the PKN LKS

during playing the game

(find someone who).

Because according to the

reflection of cycle 1, there

were many students who

still need motivation to

speak up by using English

when playing the game.

And generally, this cycle 2

was successfully enough to

make students speak up

when they play the game.

2. This problem occurred

because the place of study

was outside classroom, so

the condition of study was

not very conducive for

playing the game and also

for learning English.

3. When the teacher asked

why they did that students

work sheet, they said

because after finishing

English subject, they would

study PKN subject and they

64

or PKN student work sheet.

4. When students were asked to

read and memorize the

difficult vocabularies on the

card and they have to hand

over it to their friends who

sit beside him/her, they were

felt confusion for the first

time, so the teacher re

explained the rules and asked

them to do it again.

5. Also in the time of playing

the game, the researcher saw

that there were some students

who still asked his/her friend

by using native language.

6. At the end of the third

meeting, there were five

male students and two

female students who were

asked whether they have ever

gone to one of the famous

have had not finished it yet.

4. Students were confused and

did not understand when

the teacher gave the rules

for the first time, because

most of them did not

concentrate to the teacher

explanation. Besides, the

male students made joke

among themselves, in

addition one of the male

students hide the card, so

the other students did not

get any card.

5. The motivation and the

braveness of students were

still to be more improved in

speaking English. They

were still needed to be

motivated that speak

English was not difficult,

besides they were needed to

be accustomed to speak

English.

6. Although, most of male

students were seen not very

active in playing the game,

even they did another

subject task when teacher

explaining the lesson, but at

the end of lesson, when

65

places, and they gave good

responses, they could answer

the questions completely.

some of them were asked

whether they have ever

gone the famous places,

they answered it completely

1. On this fourth meeting, the

researcher found that the

students felt boring studying

the present perfect tense and

also playing the game. The

male students asked the

teacher why they always

studied the present perfect

tense and playing the game

during these two weeks,

meanwhile the female

students were just quiet and

seem not interest to learn.

2. After the teacher gave the

motivation about speaking

English, the students seem

more interest again to learn.

It can be seen from their

activeness to speak English

when playing the game, they

asked and answered by using

English.

3. When the teacher gave the

task to write the interrogative

1. Feeling bore is natural on

this life. Also when most

students felt bore in

learning the present perfect

tense and playing the game.

but, the teacher tried to

explained that although

they felt boring, they would

be got more acknowledge

and more understood about

the present perfect tense, so

the teacher told them that

their result of post test one

were satisfied. They felt

happily and were motivated

again to learn.

2. The students were

motivated again to learn

after the teacher gave them

the motivation about

speaking English.

3. While students speaking

activities was increasing on

this forth meeting, their

66

and negative sentences at the

end of meeting, most of them

did not felt difficulties again.

It can be seen from their

writing, there were only few

of incorrect sentences they

wrote.

writing achievement was

increasing too. It can be

seen from their writing,

only three to four students

who really wrote incorrect

sentences.

4. Generally, from the

observation. The researcher

found that there were

satisfied result and much

improvement during this

cycle 2. It can be seen from

the speaking activities, there

were almost students who

were active and brave to

speak English when playing

the game. also when the

teacher asked to write

present perfect tense whether

in positive form, negative

form, or interrogative form,

almost of the students were

not difficult again to write it,

and there were few incorrect

sentences they wrote.

5. It can be said, that the

actions of the cycle 2 was

successful to increase

students comprehension of

the present perfect tense.

After the researcher

discussed with the English

teacher and the observer,

the researcher determined

to end the CAR.

b. Result of observation sheet of cycle 2

The observation sheet showed the quantitative data about students‟

interest and motivation during teaching and learning activities, the process

of teaching and learning by using the game (find someone who) during

67

cycle 2, and also about the teacher competencies during teaching the

present perfect tense by using the game.

Table 4.6

Result of observation sheet of the cycle 2

No Observation categories Percentage

Third meeting Fourth meeting

1. Students’ interest and

motivation

a. Students seem enthusiastic

during teaching and learning

b. Students have high interest

in learning English

c. Students seem motivated in

playing the game (find

someone who)

53.3 % 86. 6 %

2. Teaching and learning process

a. Students follow all teacher‟s

instructions orderly

b. Students finish the task that

instructed by the teacher

c. Students are active in

playing the game (find

someone who)

d. Students listen when teacher

explains the material

e. Students are active in

answering teacher‟s

questions

56. 7% 63. 3%

68

f. Students are brave to speak

up in English when playing

the game

3. Teacher’s competency

a. Teacher gives the task and

instructions clearly

b. Teacher gives brainstorming

c. Teacher explains the

material clearly

d. Teacher gives positive

feedback

e. Teacher acts as motivator

and facilitator

f. Teacher makes relax and fun

learning atmosphere.

60% 76. 6 %

Mean 56.7 75.5

The table above showed that there was much improvement of the first

category of cycle 2. For the third meeting of cycle 2 students‟ interest and

motivation got the percentage 50. 3%, it means that although on the second

meeting 80% of students were motivated in learning the present perfect tense, but

their motivation and interest decreased. And fortunately, on the last meeting their

interest and motivation have increased greater than the second meeting (86.65%).

The second category got little improvement between those two meetings

of cycle 2. On the third meeting, teaching and learning process was not going

fully effective (60%). On the other hand, it was 76.6% the teaching and learning

went successfully.

69

For the teacher competencies category, it was 60% the teacher‟s

competencies were good, While on the fourth meeting, teacher competencies were

good enough (76.6%). Generally, on the other words, teacher‟s competencies

were got enough improvement on this cycle 2.

c. Result of post questionnaire of the cycle 2

On this cycle 2, the researcher gave the post questionnaires too as on the

first cycle. It was aimed at getting students‟ responses on the implementation of

the actions of cycle 2.

Based on the result of post questionnaire, it can be seen that generally,

students‟ interest and motivation were high during the cycle 2; there were 28

students (90. 3%) who were interest in the process of teaching and learning, in

addition there were 27 students (87. 1%) were happy while learning the present

perfect tense by using the game, moreover there were 25 students (80.6%) were

motivated learning by using the game, next, there were 25 students agreed that

game (find someone who) is suitable for learning the present perfect tense, and 31

students were brave in asking teacher when they did not understand the material.

On the teaching and learning process, 27 students gave responses that they

were helped by the “game” in increasing their comprehensions of the present

perfect tense, while they were 24 students who gave responses that their

difficulties in learning the present perfect tense decreased after they learnt by

using game (find someone who). Whereas, they only 20 students from 31 students

(64.5%) who were easy in finishing the task that given by the teacher.

On the last category, almost of students (90.3%) agreed that the strategy of

teaching that is the game (find someone who) has increased their comprehension

of the present perfect tense, while 21 (67.7%) students of them were comfortable

studying the present perfect tense by using the game.

70

d. The result of post test 2

To measure students‟ comprehensions of the present perfect tense after

cycle 2, the researcher gave the post test in the last meeting. As on the pre test and

post test 1, the questions were in multiple-choice form and it were 15 questions.

Based on the result of the post test 2, the data showed that the mean score

of post test 2 was 71.3. There were only two students who did not pass the

criterion of minimum completeness score (KKM) on this cycle 2. So that, it could

be said that almost of students‟ comprehension of the present perfect tense have

increased on this cycle 2.

B. DATA ANALYSIS

Analysis began by reading all data that have been collected from several

resources during implementing the actions on cycle 1 & cycle 2. There are;

1. Field Notes

In analyzing the data from field notes, the writer divided it into two; data

analysis of cycle 1 and data analysis of cycle 2.

a. Data analysis of cycle 1

From the description of cycle 1 above, the researcher analyzed that:

a) On the cycle 1, all of the plans that have been prepared by the

researcher have not carried out successfully yet. Besides, There were

many problems faced by the researcher such as the lack of students

English vocabulary that caused students did not understand what was

written on the card of find someone who and also they felt confusion

of the game‟s rule. Moreover, students were not motivated in

speaking English when playing the game; they were shy and were

not confident to speak English loudly.

b) The usage of teaching aids, in this case is card of find someone who,

has not showed the good result, because most of students were did

not understand what was written on the card, so when the teacher

71

asked them to go around the class to find someone who has ……

based on the card they hold, they just stayed on their chairs.

c) On the first meeting, there were many students who wrote incorrect

sentences of the present perfect tense. Most of the incorrectness‟s

were about past participle form of the regular and irregular verb. This

problem appeared because they did not memorize past participle of

the regular and irregular verb.

d) On second meeting, students‟ problem about past participle of the

regular and irregular verb has been overcome by the teacher by using

the card of regular and irregular verb that displayed before they

began learning. Moreover, their results of writing task were better

than the first meeting. This is can be seen from the number of correct

sentences of the present perfect tense that have been written by the

students.

e) Almost all students asked the teacher about the meaning of the

sentences that written on the card when playing the game in the first

meeting.

f) The result of the post test of cycle 1 showed the good enough result

rather than the result of the pre test.

g) The researcher needed the strategy to improve students English

Vocabularies

h) Both speaking and writing ability was still to be more improved on

the next cycle.

b. Data analysis of cycle 2

On the cycle 2, the researcher analyzed that:

a) On the third meeting, students‟ vocabularies include regular and

irregular verb have increased little. There were many students who

have memorized vocabularies that used in playing the game such as;

visited, come, gone, temple, beach, seen, etc.

b) On the third meeting, the condition of teaching and learning was not

conducive because the place of study was outside the classroom

72

(Pendopo). Besides, the teacher found that there were four male

students who did the other subject task while studying English.

c) Students were motivated in learning again on the fourth meeting.

Although for the first time, most of them said that they felt bore

studying about the present perfect tense and playing the game, but

when the teacher explained the reason, they understood and they

tried to play the game as active as they can.

d) Students‟ speaking and writing abilities have increased enough on the

fourth meeting. There were three students who wrote incorrect

sentences of the present perfect tense. And they were almost 80% of

students‟ total number who were active in playing the game and

speaking English loudly.

e) Moreover, students‟ achievements have increased too. It can be seen

from the result of post test 2. There were only 2 students who did not

derive the score above the criterion of minimum completeness

(KKM)

f) Students‟ English vocabularies have increased enough on this cycle.

It can be seen from the few of students who asked the meaning of the

sentences written on the card of find someone who. So that, the card

of vocabularies that displayed before the studying began was success

to improve students‟ English Vocabularies.

2. Observation sheet

Observation sheet is used to measure the percentage of students‟

activities during the teaching and learning process, their interest and

motivation and also teacher competencies during teaching the material.

This observation sheet has been filled by the observer during the fourth

meeting. Below is the comparison the mean of the four meetings.

Table 4.7

The comparison of the result of observation sheet

First

meeting

Second

meeting

Third

meeting

Fourth

meeting

73

Mean 53.1 71.1 56.7 75.5

Chart 4.1

The improvement of the result observation sheet

The chart above showed that there is up down improvement

on students‟ motivation and interest, teaching and learning process,

and teacher competencies during the four meetings. And although

there just a little improvement based on that result of observation

sheet, mainly from the first meeting until the last meeting, students

activities and teacher competencies were improved enough.

3. Questionnaire

The third instrument that used by the researcher to collect

the data is questionnaire. This questionnaire was aimed at

measuring students‟ responses on their interest and motivation in

learning the present perfect tense by using the game (find someone

who), their learning process during the CAR, and their responses

toward the strategy of teaching that used by the teacher during the

CAR.

The questionnaire is given to the students at the end of

cycle 1 and at the end of cycle 2. It consisted of ten questions with

0

10

20

30

40

50

60

70

80

first meeting second meeting

third meeting fourth meeting

74

two choices answer (YES) and (NO). The result of questionnaires

of each cycle has been displayed above. Below is the comparison

of the mean of the result of questionnaires between two cycles.

Table 4.8

The comparison of the result of post questionnaire 1

and 2

Post questionnaires 1

Post questionnaires

2

Mean 80. 6 82.6

Improvement 2%

Based on those comparison above, it can be concluded that

from there was improvement of positive responses. It was known

from the mean of post questionnaire 1 was 80.6 while the mean of

post questionnaire 2 was 82.6, so that, the improvement was 2%.

On the other word, it was no significant improvement of positive

responses from cycle 1 to cycle 2. It means, the students were gave

positive responses toward the game (find someone who) since it

was implemented on cycle 1.

4. Result of the pre test, post test 1 and post test 2

The test was given to students three times, first, before

implementing the CAR or it called pre test, second after

implementing the actions of cycle 1 and it is called post test 1, the

last, after implementing the actions on cycle 2 and it is called post

test 2. Below is the data of the result of the pre test, post test 1, and

post test 2.

Table 4.9

The students’ scores of pre test, post test 1, and post test 2

Students’ name Pre test Post test of

cycle 1

Post test of

cycle2

75

Aprilia maharani 33.3 66.7* 66. 7*

Putri Annisa 20 80* 73. 3*

Melisa Cahyani 20 66.7* 73. 3*

Mentari

Ramadhania 33.3 60*

66. 7*

Fitri Haryani 26.7 73.3* 60*

Ahmad Rizaldy 60* 53.3 60*

Khoirul Huda 66.7* 50.3 86.7*

M. Ariq Habibi 40 80*

M. Hilmi 53.3 80* 86. 7*

Bagas Hermansyah 46.7 60* 73. 3*

Indra Cahyo 13. 3 60* 86.7*

Arya Handayana 33.3 40 73.3*

M. Rizki 20 80* 86. 7*

M. Ridwan 33.3 66.7* 73.3*

M. Rofi

Hidayatullah

40 86.7* 53.3

M. Zulfikar 33.3 53.3 66.7*

Hikmah anizah 20 86.7* 53. 3

Zulfa Mahmudah 40 80* 93. 3*

Ayu Lestari 33.3 53.3 66. 7*

Nopianti 40 40 66. 7*

Feninda. P 26.7 80* 60*

Adistya Grahita 20 73.3* 80*

Dian Kusuma 53. 3 86.7* 60*

Mira Indriani 33. 3 66.7* 73. 3*

Novita Puspa sari 26.7 80* 73.3*

Nadya 20 53.3 60*

Rizqa Nur Ikhsan 33.3 80* 80*

76

Ummu Habibah 33.3 60* 66.7*

Andre Agustian 20 86. 7*

Ade Kurnia 60* 80*

Difa Rizki 53.3

Nurjamilah 60*

MEAN 32.4 64.3 71.8

*students who passed the KKM (60)

In analyzing the numerical data of the result of the test, the

researcher compared the result of pre test, post test 1, and post test 2. First,

the researcher tried to get the mean of all the result of students‟

achievement of pre test, post test 1, and post test 2. And after counting

those three tests, it was found the result like these;

- 32.4 (the mean of pre test)

- 64.3 (the mean of post test 1)

- and 71.8(the mean of post test 2)

Second, the researcher tried to get the class percentage that passed

the criterion of minimal completeness score (KKM). And after counting it,

the researcher found the result like these;

- 6.9% students who passed the KKM on pre test score

- 72.4 % students who passed the KKM in cycle 1

- 93.5% students who passed the KKM on the cycle 2

Next, the researcher tried to analyze the result of pre-test up to

post-test score in Cycle 1 and 2 to know whether or not there is the

improvement score on students‟ achievement of the present perfect tense.

After analyzing that, the researcher found the result as follow; 65.5% for

the improvement of post test 1 from the pre test, and 86.6% for the

improvement of post test 2 from the pre test score. From the data above, it

can be concluded that the game (find someone who) has succeed in

77

improving students comprehension of the present perfect tense. Because

on the last cycle there were more than 75% of students (86.6%) who pass

the KKM score.

Table 4.10

The comparison of the result of pre test, post test 1 and post

test 2

Pre test Post test 1 Post test 2

Mean 32.4 64.3 71.8

Class percentage 6.9% 72.4 % 93.5%

Improvement 65.5% 86.6%

78

Chart 4.2

C. Discussion of Research Finding

Games are interesting activities which everyone likes to play it, no

matter they are young or adult person. Now days, games are used widely in

educational field as the strategy of teaching any subject includes English.

Therefore, there are many books about games in teaching English published.

And there are many English teaching learning websites too that provide many

kinds of games such as vocabulary games, spelling games, structure games,

etc.

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

The Improvement of Students' Achievements

of the Present Perfect Tense

Pre test post test 1 post test 2

79

In accordance with the fact above, the researcher chose the game as

the alternative teaching strategy in teaching the present perfect tense. For this

case she chose the game (find someone who) because it can create enjoyable

atmosphere of learning.

The research finding has showed that the game (find someone who)

has created fun learning and made students more motivated in learning.

In addition, Based on the research finding, it can be concluded that the

game (find someone who) can improve students‟ comprehension of the

present perfect tense. It is not surprised, because when the students are happy

and enjoy learning, certainly they are more motivated in learning, and if their

motivations are high in learning, they will be easy to comprehend the lesson.

Besides, the research finding has showed that the game (find

someone who) can overcome students difficulties in learning English

especially the present perfect tense. This game is designed not just to make fun

learning, but also to invite students to use the grammatical rules in real

communication. So that students can comprehend the present perfect tense

happily without any pressure.

Finally, From this classroom action research, it can be said that

students were motivated in learning by using the game, and because they were

highly motivated, they were easy to comprehend the lesson, so that their

comprehensions of the present perfect tense have improved after they learnt it

by using the game (find someone who). In other words, the game (find

someone who) has succeed in improving students‟ comprehensions of the

present perfect tense.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the CAR at class 8.2 of MTs. Soebono Mantofani

academic year 2010/2011, it can be concluded that the game (find someone

who) can improve students‟ comprehension of the present perfect tense. It

can be seen from the following facts;

1. Students‟ achievements of the post test 1 and post test 2 were

highly improved. It can be seen from the average score got by the

students on post test 1 was 64.3, and on post test 2 was 71.8,

whereas most of students got the average score on pre test was 32.

4.

2. Students gave positive responses toward teaching and learning

process by using the game (find someone who) amounted 82.6 %

on the last cycle, and 80.6 % on the first cycle. It means student

can accept the game (find someone who) as the strategy of

teaching the present perfect tense.

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3. Students were actively involved in teaching and learning activities

such as playing the game (find someone who), writing the

sentences of the present perfect tense, going around the class and

finding someone who …., etc. The result of observation sheet has

showed the data.

Based on those facts above, generally this classroom action research

was successful in improving students‟ comprehension of the present perfect

tense, besides it was also suitable technique for teaching the present perfect

tense, because it can make students happy and more motivated and can invites

students to use the rules of the present perfect tense in real communication. So

that, this strategy of teaching can be used as an alternative strategy in teaching

the tenses especially the present perfect tense.

B. Suggestion

After conducting the research, there are some suggestions for the

researcher herself and for the English teacher;

1. The teacher is suggested to modify the game (find someone who) as

attractive as she can in order students doesn‟t feel bore in learning English

2. In choosing the topic of teaching and learning, the teacher suggested to

choose more interesting topic that can attract students to speak English

confidently and bravely.

3. The teacher is hoped can give much motivation to students in order they

can improve their speaking ability especially while playing the game (find

someone who).

4. The researcher is suggested to implement any further classroom action

research.

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